Resumo

MILANESIO, Bettina  e  BURGOS, María. Students’ personal meanings of mathematical proof at the start of higher education. Educ. mat. [online]. 2024, vol.36, n.3, pp.206-241.  Epub 04-Abr-2025. ISSN 2448-8089.  https://doi.org/10.24844/em3603.08.

Abstract. Teaching proof and how its learning occurs continues to be a challenge for both mathematics education researchers and teachers themselves. Although demonstrative practices are present in high school mathematics classes, students entering university degree programs still show significant difficulties in developing proofs to the level of formality expected in higher education. The objective of this work is to characterize the personal meanings of proof for students entering physics and mathematics programs at an Argentine university. We apply the Toulmin model and the theoretical-methodological tools of the Ontosemiotic Approach to analyze the difficulties encountered, the types of proofs developed, and the levels of formalization achieved. The results of their productions show, on the one hand, the predominance of non-deductive arguments and the limited presence of formal proofs; on the other hand, progress in the understanding and development of proofs of a higher level of formalization through group sharing and discussion.

Palavras-chave : higher education; mathematical proof; algebrization levels; Toulmin model; ontosemiotic approach.

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